JOURNAL ARTICLE REVIEW TEMPLATE

North American University

Education Department
M.Ed. in Educational Leadership / M.Ed. in Curriculum and Instruction
EDUC 5324 Integrating Technology into Education

Name: Gulhan Aygar

Date: 10/18/2015

Cite the reviewed article in APA format:

Dogan, B., & Almus, K. (2014). School Administrators Use of iPads: Impact of Training
and Attitudes Toward School Use. Computers in the Schools, 31(3), 233250.
doi:10.1080/07380569.2014.932660

INTRODUCTION
Research Questions (if research questions are not specifically mentioned, what is
the theoretical background or overarching theme):

1. What is the impact of the training process on school administrators use of iPads for
administrative tasks and personal organization in their professional duties?
2. What is the impact of the training process on school administrators beliefs regarding
how teachers should use iPads in the classroom?
3. Are there any differences in school administrators survey responses based on gender,
age, years of experience in school administration and education, highest degree attained,
school classification, or school size?

Purpose of the research:

The purpose of this study was to investigate how school administrators use iPads for their
professional duties and the potential effects on their work-related tasks and personal
organization; the impact of receiving iPad training on school administrators attitudes
towards iPad use in their professional lives and in the classroom by teachers
METHODOLOGY
What is the methodology for the research or approach used to understand the
issue? Provide information regarding the following:

Participants:
The participants in this study were 51 elementary and secondary school administrators
(i.e., principals and assistant principals) working in one of the largest public charter
school systems in a southwestern state were the target population for the study. The
participants consisted of 30 males and 21 females.

Procedures:
Participants in this study were contacted by email through the school systems central
office, after securing approvals from the school district and the university. The initial
communication included information on the purpose, structure, and schedule of the
research study along with information on training and resources to be provided
throughout the spring semester of the 20122013 school year. Participants were asked to
complete consent forms prior to the study as required by the school district and the
universitys Institutional Review Board (IRB).

Data Collection Methods/Data Source:

Study components included a pre-survey, a training session on the effective use of iPads
for administrative tasks and personal organization, specially designed resources
expanding the topics covered in the training session, on-going support, and a post-survey.
Survey instruments included multiple choice and Likert-type scale items

Data Analysis:
The survey responses were reported as frequencies. Paired sample t-test data analysis was
conducted to understand the differences in the responses between the pre-survey and
post-survey. A one-way Analysis of Variance (ANOVA) test was conducted to see
whether there were any differences in school administrators responses by gender, age,
years of experience in school administration and education, highest degree attained,
school classification, and school size. Statistical Package for the Social Sciences (SPSS)
software was used to conduct the data analysis.

RESULTS
Findings or Results (or main points of the article):

Demographic and Contextual Data: The average age of school administrators who
participated was 34.16 years. The average years of experience in education was 8.45, and
the average years of experience as a school administrator was 2.04. The average school
size of participants was calculated as 618.50.
Impact of Training: There were significant increases in the mean scores of post survey
responses for participants.

Impact of Training on School Administrators Beliefs Regarding How Teachers Should

Use iPads in the Classroom: All participants in both the pre-survey (98.04%) and the
post-survey (97.30%) stated that they would like to see their teachers using iPads for
teaching in the classroom.
Differences in Participants Responses by Their Demographic and Contextual Data:
There were not significant differences for the item asking school administrators to rate
their beliefs about iPads being effective tools.
Evaluation of Training Process: Participants were asked in the post-survey which iPad
applications they found most useful among those highlighted in the training session and
post training resources. Google Drive storage and sharing files was the most selected
response (22.30%) to this question.
DISCUSSIONS
Conclusions/Implications (for your profession):

The administrators who participated in this training and survey being mostly young
and have a few years of experience were very open to use iPads as educational tool.
Post survey results showed a significant increase in their self-perception as
intermediate advanced IPad users. The training had a positive effect in IPad skills
and knowledge of school administrators. Participants found IPads as effective tools
for administrative tasks and personal organization. Besides, they have high
expectancy of teachers facilitating IPads for instructional purposes. The research
shows clearly that as teachers, school administrators need training in order to be
able to use technology properly in administrative tasks.
REFLECTIONS
Students Reflections (changes to your understanding; implications for your

school/work):

It is essential for a school leader to be technology literate to benefit from it to the

fullest to make daily activities easier besides being a role model for all faculty and
students using technological tools for educational reasons. With all developments
and innovations in technological tools and applications, which are developing and
changing daily, this will be possible for both school leaders and teachers by
attending trainings related to the usage of technology in education. It is necessary to
follow up innovative usages of the tools provided to educators. I agree the fact that
teachers are provided tools which they dont know how to use efficiently, and they
need training some of which could be given by a school leader who is technology
literate.